In the previous post I considered how we might come to believe myths as we grow up in our family. And in parallel with that experience, when we go to school (and college) there is continual conditioning to ensure that we don’t allow reality to get in the way of the myths that are prevalent in the world in general and find their way into the education system – and then into the world of employment.
Consider the sequence below in respect of our route to employment:
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I go to school
I observe something that is real, or true to me
I mention it, and either a teacher or a schoolmate disapproves of what I say
I become aware
of the disapproval and I begin to feel ashamed or embarrassed
I learn (firstly) to monitor my thoughts and (secondly) to modify my attitude towards things that will induce disapproval
I either don’t mention such things at all or give a false opinion – not in keeping with my perceived reality
Eventually I begin to believe that what I observe is not what I have experienced as real
I come to
believe that what people in authority say is truer than what I experience or
observe
The belief that
others’ opinions are superior to my own is reinforced time and time again
I learn to
tolerate the intolerable to maintain relationship and some advantage for myself
This view
carries through from 2nd level education into 3rd level
I learn to disconnect from anger, disappointment etc. as I learn that direct expression of such emotions brings disadvantage
I believe in
cognitive methods of experience and in the primacy of cognition over emotions
I believe that
it is not safe to think too deeply about things because this may challenge
beliefs that keep me safe
I give up
believing in common sense that challenges the status quo
I come to
accept that complaining about something and not doing anything about it is the
norm
I come to
believe that to object (or try and change the environment) is a useless
exercise
(Important one this)! I believe that the system is much greater than I am
I become a worker – perhaps one that is tasked to protect children!
Now, after all that, what kind of a worker do you think I’ll be?
Perhaps I’ll be brilliant. I may be one of those workers that, while not being able to change the environment, can do great work within it. Or maybe I won’t. If I am very young and immature, straight out of college, I will quickly be socialised into the system and be reluctant to challenge the myths that prevail in the organisation I work in. After some time I may have a family and mortgage and bills to pay so challenging the myths might result in me being out of favour when applying for jobs, for other posts (e.g. promotion) or may disadvantage me in some other way.
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Most myths arise from prejudices formed by managers and others in leadership positions who are influenced (or, as I said above, socialised) both in their education/training (right back to their childhood, primary and secondary school but also and in particular 3rd Level Colleges) and as junior practitioners, by powerful academic, political (often with a small ‘p’) and reductionist thinking.
People in distress who are the subject of decisions based on myths may go along with something that they feel, intuitively, is unlikely to work, because they may be in a desperate situation and be grasping at straws, and/or they may not have the confidence or knowledge, or the ability to articulate their doubts and fears about the proposed decision.
Central to how we come to believe myth when it’s within the realm of employment is the belief that if we do well in exams we are more competent people. In this, we come to believe that external approval has higher status than internal feel good. (In this post I explore this further).
It is certainly beneficial to us that other humans think highly of us, but if we don’t feel good within ourselves; external approval is a hollow substitute – and is ultimately harmful.